Analysis of Informal Assessment G.O.

ANALYSIS MATRIX FOR INFORMAL ASSESSMENT


MSU Student Name: Glenn Oslin


Name of Unit: CPR

Lesson Objectives:
1. Know the steps and demonstrate what to do when finding an unconscious and/or choking adult. (Age 9+)


2. Know the steps and demonstrate what to do when finding an unconscious and/or choking child. (Age 1-9)


3. Know the steps and demonstrate what to do when finding an unconscious and/or choking pediatric (Age 0-1)

Question	Percent of Students whose answers closely matched Objective 1	Percent of Students whose answers closely matched Objective 2	Percent of Students whose answers closely matched Objective 3	Patterns or Themes noted in students’ answers.
1. What is the main idea of today’s lesson?	66%	66%	66%	CPR Unconscious
	Percent of Students who gave significant information.			Examples of some answers
2. Explain two important things you learned from today’s lesson. What are two important things learned?	66%			Finding and treating unconscious people is different than treating conscious people. I learned how to assist a choking child/adult when found unconscious. I learned to double check if the airway is open
	Percent of students who identified unit			Examples of answers that showed connection between lesson and unit.
3. What is the unit we are studying?What is the unit we are studying?	100%			We are studying CPR/choking and this lesson showed me that to do if the victim is unconscious. Choking victims CPR in P.E.
				List themes of student answers
4. Things Student teacher did to help you learn?				Head tilt then breath How to treat found unconscious victims Mr. Oslin demonstrated the unconscious child and helped me practice for it.

My students did very well with this particular lesson. One of the main reasons could be that only 3 students were in attendance because of the West state football game. Regardless, the students paid very good attention as I went through each of the found unconscious victims. A few things I would do differently especially with this small of a class would be to have all the students gather in the same area so they could all have a very direct view of the steps I was demonstrating on the manikin. I would also have each of the students go through it with me on their own manikin as I did (only in this small of a group would this work). When I would ask the students what step comes next most of the class period they were quick to answer. Next time if the student that answered my question got it wrong I would try to rephrase my question or say "how about this," or "remember this step." The reason I would try this approach is because one of the students completely shut down when I tried to correct him even though I tried to explain that I was just helping him so that he would understand it better later on the test. For the most part the students got the main ideas of each of the demonstrations and were able to articulate on the survey that they had learned what they were suppose to for the day or at least one or two parts of it. One of my students in particular was very happy that I came and helped him individually and said so on his survey. I notice he is very timid and struggles to interact with some of the other students so I was glad I had the opportunity for some one on one teaching time with the student for a couple minutes. Overall it is hard to say all of what I would change for next time since there was not an overwhelming amount of kids in the class. I will have to learn on the go in the next level if there is anything that I should have been doing different.